Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to NCTE Regulation, 2014

Recommended Citation:
Sao, S., & Behera, S.K. (2016). Student-teachers’ attitude towards Two-Year B.Ed. Programme
with reference to NCTE Regulation, 2014. Pedagogy of Learning, 2 (3), 09-24.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme
with reference to NCTE Regulation, 2014
Sumit Sao
Research Scholar, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal
Santosh Kumar Behera
Assistant Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal
Corresponding author: Santosh Kumar Behera
E-mail: santoshbehera.skbu@gmail.com
Abstract: In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the student-
teachers stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
Keywords: Student-Teacher, Attitude, Two-Year B.Ed. programme, NCTE
Introduction
Teacher education is an integral part of education. It is the spotlight of the 21st
century. Thus the quality
of education depends on the quality of education of teachers. The success of education depends on
quality of teacher which creates excellence in all walks of life. The qualitative aspects of education
depend entirely on the character and personality of the teachers. The quality of education depends upon
the quality of the teachers. Thus the role of the teachers is very important in making the nation. In order
to develop the quality in various dimensions of teacher, teacher training is very much necessary.
Particularly, Secondary level Teachers Training (In service and Pre-service) play a vital role in India. The
Bachelor of Education (B.Ed.) programme prepares quality teachers who in turn improve the quality of
school education and also enhance the learning level of children. It means quality of teacher depends on
B.Ed. programme. In this direction, many efforts were made by implementing the various
PEDAGOGY OF LEARNING, Vol. 2, (3), pp.09-24 (E), July 2016
(International Refereed Journal of Education)
E-ISSN: 2395-7344, P-ISSN: 2320-9526.
Abstracted and Indexed in: Google Scholar, ResearchBib,
International Scientific Indexing (ISI), Scientific Indexing Services (SIS),
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POL (E), Vol-2 (3), July 2016 © Pedagogy of Learning, E-ISSN: 2395-7344, P-ISSN: 2320-9526
Web: http://pedagogyoflearning.com/
10
recommendations of policy documents as suggested by various Commissions and Committees in India.
NCTE has also brought out four National Curriculum Framework for Teacher Education during 1978,
1988, 1998 and 2009 and recommended to improve the quality of B.Ed. programme. Justice Verma
Commission (2012) recommended that B.Ed. programme should be two year with adequate provision to
branch out into specializations in curriculum studies, pedagogic studies, policy, finance and foundational
studies. Very recently NCTE New Regulation 2014 made a radical change in teacher training programme
particularly the B.Ed. Programme and proposed two-year B.Ed. Programme which will come into the
force from the academic session 2015-2017. The investigators felt that, the existing one year B. Ed.
programme is general in nature and unable to prepare quality teachers. On the other hand, while sparkly
on the new trends and concerns of teacher education as well as on teachers in India, it is felt that
something more will be expected of the future teachers, whether it be a question of managing uncertainty,
creativity, solidarity or participation. Since B.Ed. is a professional course, skills and strategies are more
the urgent need than extensive theoretical framework of the curriculum. The Two-year B.Ed. Programme
as suggested by NCTE, 2014 can prepare the quality teachers and fulfil the needs of the students. In this
backdrop, the B.Ed. student-teachers attitude towards Two-year B.Ed. Programme must be known. It is
this feeling that has urged these investigators to take up the present study entitled “Attitude of B.Ed.
Student-Teachers towards Two-Year B.Ed. Programme” in a particular region of West Bengal. It is
expected that this study, though small, will be able to make some significant contributions in the field of
education.
Review of Related Literature
Bhatia (1987) evaluated new B.Ed. Curriculum in the colleges of education affiliated to the University of
Bombay. The main objectives of the Study: (1) To study the relevance of the topics in the revised B.Ed.
Curriculum. (2) To study the relevance of practice teaching program. (3) To study the effectiveness of the
evaluation scheme in the new B. Ed. Curriculum. (4) To suggest improvements. The main findings of the
study: There were some important changes in the new B.Ed. Syllabus on one hand; while on the other
hand; quite a few topics were repeated. Implementations of new curriculum were found to be difficult.
Teacher-educators unanimously agreed that the area of practice teaching was the most important part of
B.Ed. program. A large majority found the B.Ed. curriculum mechanical and book-oriented. The study
indicated that the theory load should be brought down and the ratio of the theory and practice should be
fifty: fifty. Walia, J.K. (1992) evaluated Secondary teacher education programmes in northern India. It
sought to discover the weaknesses and dysfunctionality of the curriculum and practices at this level of
teacher education. The objectives of the study: (1) To study the curriculum of teacher education at the
secondary level, (2) to discover the weaknesses and dysfunctionality of the curriculum and practices at
this level of teacher education, and (3) to work out a functionally useful teacher education programme for
the country. The findings of study: (1) The curriculum of secondary teacher education lacked uniformity
and clear-cut definition, (2) the majority of teacher education institutions had late defective admission
criteria and late admissions, (3) provision for the optional/specialization paper ranged from 4 to 39 papers
in different universities, out of which only one paper was to be selected, (4) four-year teacher education
programme was preferred to the existing one- year B.Ed. programme. Behari (1998) conducted a study
on Analysis of Teacher Education Curriculum in the context of requisite abilities for effective teaching.
The study analyzed the teacher education curriculum in relation to develop requisite abilities for effective
teaching. Findings of study: The methodology of teaching paper was more helpful than foundation papers
taken together in developing abilities, especially skills, but practice teaching or practical skills in teaching
were found to be more helpful than the rest of the teacher education programme in developing abilities
especially skills. Dramatics as the activity and discussions as a mode of transaction of programme were
found to be more helpful. It was observed that a theory practice link was missing in teacher education
programme and therefore the student-teachers were not able to link what they had learnt. Sali, A. (2003)
studied the attitude of teachers towards four aspects of in-service training programme i.e. content
enrichment of school subject, teaching methods, new trends in education and innovation in education and
interpreted favourable attitude towards different aspects. Chakrabarty & Behera (2014) conducted a study
on the Attitude of the Female Teacher-Trainees towards the Existing B.Ed. Syllabus of the University of
Burdwan: An Empirical Study, The Objectives of the Study: a) To find out the level of attitudinal
difference between deputed female govt. B.Ed. and deputed female private B.Ed. students regarding their
attitude towards the present B.Ed. Curriculum of the Burdwan University. b) To assess the difference in

11
attitudes between the fresher female govt. B.Ed. students and fresher female private B.Ed. students
regarding their attitude towards the present B.Ed. Curriculum of the Burdwan University. c) To estimate
the difference between the deputed female private and fresher female private students regarding their
attitudes towards the existing B.Ed. Curriculum of the Burdwan University. d) To enumerate the level of
attitudinal difference between govt.-female B.Ed. students and private female. B.Ed. students towards the
presents B.Ed. Curriculum of the Burdwan University. Findings: 1. There is significant attitudinal
difference among the Deputed Female Govt. B.Ed. students and Deputed Female Private B.Ed. students
should be rejected.2.There lies significant attitudinal difference between the Fresher Female Govt. B.Ed.
students and Fresher Female Private B.Ed. students towards the present B.Ed curriculum of the Burdwan
University.3. There is no significant attitudinal difference among the Deputed Female Private B.Ed.
students and the Fresher Female Private B.Ed. students towards the existing B.Ed. curriculum of the
Burdwan University. 4. There lies no significant difference in attitudes among the Govt. Female and
Private Female B.Ed. students towards the B.Ed. curriculum of the Burdwan University.
It is found that a number of studies are conducted on the student - teachers in relation to attitude of B.Ed.
Programme. There seems to be a dearth of studies on attitude of student-teachers towards two- year B.Ed.
programme. So, the present investigation is taken up to fill the gap. There is no recent study of attitude of
Student-Teachers towards Two-Year B.Ed. programme. Though there are a few researches on Attitude of
student-teachers in teaching profession and any other else. Hence the investigators intended to study on
the Secondary Training College student-teachers to find out their attitude towards two- year B.Ed.
Programme.
Objectives of the study
1. To ascertain the attitude of B.Ed. Student- Teachers towards Two-year B.Ed. programme with
reference to NCTE New regulation 2014 in Purulia District of West Bengal.
2. To find out the difference between Male and Female B.Ed. student- teachers in respect of their
attitude towards Two-Year B.Ed. Programme.
3. To find out the difference between Rural and Urban B.Ed. college student- teachers in respect of
their attitude towards Two-Year B.Ed. Programme.
4. To find out the difference between Pre-service and In-service B.Ed. student- teachers in respect
of their attitude towards Two-Year B.Ed. Programme.
5. To find out the difference between General and SC B.Ed. Student- teachers in respect of their
6. To find out the difference between General and ST B.Ed. Student- teachers in respect of their
7. To find out the difference between General and SC/ST B.Ed. Student- teachers in respect of their
8. To find out the difference between General and OBC B.Ed. Student- teachers in respect of their
9. To find out the difference between the teaching experience of less and above than 5years B.Ed.
student- teachers in respect of their attitude towards Two-Year B.Ed. Programme.
10. To find out the difference between Govt. Sponsored and Private B.Ed. college student- teachers
in respect of their attitude towards Two-Year B.Ed. Programme.
Hypotheses of the study
For the present study, based on the objectives the investigator formulated the following hypotheses:
H1: There will have more favourable attitude of B.Ed. Student-teachers towards Two-Year
B.Ed.Programme with reference to NCTE New regulation 2014 in Purulia District of West Bengal.
H2: There is significant difference between Male and Female B.Ed. Student-teachers in respect of their
attitude towards Two-year B.Ed. programme.
H3: There is significant difference between Rural and Urban B.Ed.College Student-teachers in respect of
their attitude towards Two-year B.Ed. programme.
H4: There is significant difference between Pre-service and In-service B.Ed. Student-teachers in respect
of their attitude towards Two-year B.Ed. programme.
H5: There is significant difference between General and SC B.Ed. Student-teachers in respect of their

12
H6: There is significant difference between General and ST B.Ed. Student-teachers in respect of their
H7: There is significant difference between General and SC/ST B.Ed. Student-teachers in respect of their
H8: There is significant difference between General and OBC B.Ed. Student-teachers in respect of their
H9: There is significant difference between teaching experiences of less and above than 5years B.Ed.
Student-teachers in respect of their attitude towards Two-year B.Ed. programme.
H10: There is significant difference between Govt. Sponsored and Private B.Ed. College Student-teachers
in respect of their attitude towards Two-year B.Ed. programme.
Delimitations of the study
The delimitations of the present study are as follows:
(A) Geographical Area: The investigation was delimited to only Purulia district of West Bengal.
(B) Level of Education: (i) The study was restricted to the student-teachers in B.Ed. colleges of the said
district.
(ii) The B.Ed. student-teachers in regular mode (Academic Session: 2014-15) of Govt. Sponsored and
Private / Self-financing B.Ed. training colleges in Purulia district were considered as the subjects of the
present study.
(C) Type of Study: This study was conducted only at surface level. It was not an ‘in-depth’ study.
Attempts to know the subject’s attitude by administering an attitude scale constructed by the researchers.
No inter-state comparison was done. Only intra- district comparison between the male and female-
student-teachers, between General and SC /ST / OBC student-teachers, rural and urban student-teachers,
Trained and Untrained student-teachers, Student-Teachers in Govt. Sponsored and Private colleges,
between less and above 5 years were done
Methodology
The present study is based on survey method, particularly, the normative survey research method. The
B.Ed. Student-Teachers in Purulia District of West Bengal comprised the population of this study. Two
hundred and sixty (260) Student-Teachers of one Govt. Sponsored (57) and three Self Financing / Private
(203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University in
Purulia District of West Bengal were taken as representative sample of the whole population. Purposive
sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the student-teachers
stratified random sampling was adopted. The samples include 174 Male and 86 Female, 243 Pre-Service
and 17 In-service student-Teachers, 122 General,65 SC, 13 ST and 60 OBC B.Ed. student-Teachers.
An attitude scale (Likert Type) was used for knowing the attitude of the B.Ed. student-teachers towards
Two -Year B.Ed. Programme. The scale contains 70 items (39 favorable and 31 unfavorable) under eight
dimensions namely (A) Duration and Working Days (B) Intake, Admission Procedure and Fees (C)
Curriculum (D) Programme Implementation (E) Assessment (F) Course Components (G) Practice
Teaching and (H) Staff, Faculties and Management. In scoring procedure, in case of positive items
5,4,3,2,1 for SA, A, N, D,SD and negative items 1,2,3,4,5 for SA,A,N,D,SD. Percentage, Mean, Chi-
Square, SD, CR & t- tests were used to analyse the collected dada. CR and t tests were used to verify the
hypotheses.
Analysis and interpretation of data
Objective-1: To ascertain the attitude of B.Ed. Student- Teachers towards Two-year B.Ed. programme
with reference to NCTE New regulation 2014 in Purulia District of West Bengal.
H1: There will have more favourable attitude of B.Ed. Student-Teachers towards Two-Year B.Ed.
Programme with reference to NCTE New regulation 2014 in Purulia District of West Bengal.
Ho1: There will have more unfavourable attitude of B.Ed. Student-Teachers towards Two-Year B.Ed.
Programme with reference to NCTE New regulation 2014 in Purulia District of West Bengal.

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Table-1: The attitude of B.Ed. Student-Teachers in Purulia District of West Bengal towards Two-year
B.Ed. programme.
Scores Frequency Percentage Levels of Attitude
Above-242.36 45 17.31 Favourable
Between-204.2-242.36 180 69.23 Moderate / Average
Below-204.2 35 13.46 Unfavourable
TOTAL 260 100
Table -2: Item wise responses of B.Ed. Student-Teachers in Purulia District of West Bengal towards
Two-year B.Ed. programme.
A. DURATION & WORKING DAYS:
Sl.
No
Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 The duration of the B.Ed. Programme should be of
Two-years’
SA 69 26.54
18.42 S **
A 62 23.85
N 29 11.15
D 54 20.77
SD 46 17.69
02 Number of the trainee teachers should be increased
through two- year B.Ed. course.
SA 48 18.46
46.12 S **
A 90 34.62
N 43 16.54
D 56 21.54
SD 23 8.85
03 Trainee teachers will be not benefited after
completing the Two- year B.Ed. course.
SA 30 11.54
22.58 S **
A 63 24.23
N 59 22.69
D 70 26.92
SD 38 14.62
04 Trainee teachers will suffer from mental pressures
with the duration of minimum two - year B.Ed.
course.
SA 63 24.23
32.19 S **A 81 31.15
N 42 16.15
D 46 17.69
SD 28 10.77
05 There should be at least two hundred working days
in each year exclusive of the period of examination
and admission.
SA 32 12.31
93.35 S **
A 106 40.77
N 65 25
D 40 15.38
SD 17 6.55
06 Two- year B.Ed. course is sufficient time to provide
adequate and stable knowledge in content areas.
SA 64 24.62
72.23 S **
A 97 37.31
N 45 17.31
D 39 15
SD 15 5.77
07 Student- teachers will face so many problems due to
two hundred working days and 80 of minimum
attendance in B.Ed.course.
SA 49 18.85 92.42 S **
A 110 42.31
N 40 15.38
D 44 16.92
SD 17 6.54
08 The quality of the trainee- teachers will be
decreased if the institution works for a minimum of
SA 34 13.08
40.45 S **A 77 29.62

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B. INTAKE, ADMISSION PROCEDURE&FEES:
Sl.
No
Items Levels of
Agreement
F % Chi-
Square
Level
of Sig.
01 It will better if there is a basic unit of 50 students,
with a maximum of two units in B.Ed. Course.
SA 77 29.62
139.42 S **A 114 43.85
N 31 11.92
D 28 10.77
SD 10 3.85
02 Problems in filling up admission form. SA 22 8.46
48.27 S **A 74 28.46
N 55 21.15
D 78 30
SD 31 11.92
65.89 S **03 If there is a basic unit then the others trainee
teachers will suffer from several problems.
SA 48 18.46
A 87 33.46
N 73 28.08
D 40 15.38
SD 12 4.62
04 Interviews, group discussions along with common
entrance test and marks should be introduced for
selecting the candidates.
SA 54 20.77
50.42 S **
A 84 32.31
N 49 18.85
D 60 23.08
SD 13 5
05 Problems of getting information about introducing
B.Ed. Course.
SA 37 14.23
74.08 S **A 104 40
N 43 16.54
D 53 20.38
SD 23 8.85
06 Problems in getting admission brochure. SA 36 13.85
46.92 S **A 68 26.15
N 84 32.31
D 50 19.23
SD 22 8.46
07 Difficulty in getting information about selection
for the programme.
SA 44 16.92
52.47 S **A 74 28.46
36 hours in a week. N 69 26.54
D 57 21.92
SD 23 8.85
09 There should be provision of sufficient time for
internship in two - year B.Ed. course.
SA 69 26.54
69.62 S **
A 92 35.38
N 51 19.61
D 33 12.69
SD 15 5.77
10 School and community -based activities as a part of
the practicum component of the curriculum for 150
days.
SA 37 14.23
55.64 S **
A 86 33.08
N 75 28.85
D 38 14.61
SD 24 9.23

15
N 76 29.23
D 54 20.77
SD 12 4.62
08 Sufficient time for getting admission. SA 48 18.46
49.12 S **A 82 31.54
N 71 27.31
D 41 15.77
SD 18 6.92
09 Two- year B.Ed. course is very costly. SA 120 46.15
136.73 S **A 66 25.38
N 27 10.38
D 28 10.77
SD 19 7.31
10 The fee for two- year B.Ed. course should be
reasonable.
SA 45 17.31
3.39 NS
##
A 50 19.23
N 51 19.62
D 63 24.23
SD 51 19.62
C. CURRICULUM
Sl.
No.
Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 It provides greater scope for development of sound
knowledge on different areas i.e. content
knowledge, knowledge on teaching-learning,
methodologies and knowledge on pedagogy of
teaching- learning among the trainee-teachers.
SA 98 37.69
108.76 S **
A 81 31.15
N 49 18.85
D 23 8.85
SD 9 3.46
02 No scope for curriculum development on a
continuing basis to keep pace with current trends.
SA 26 10
79.04 S **
A 100 38.46
N 44 16.92
D 67 25.77
SD 23 8.85
03 It fulfills the educational objectives. SA 46 17.69
37.42 S **
A 88 33.85
N 55 21.15
D 41 15.77
SD 30 11.54
04 Curriculum is very much rigid in two- year B.Ed.
course
SA 58 22.31
17.69 S **
A 61 23.46
N 57 21.92
D 59 22.69
SD 25 9.62
05 It reduces the gap between theory and practice,
teacher education curriculum and school realities
SA 21 8.08
48.27 S **
A 58 22.31
N 52 20
D 89 34.23
SD 40 15.38

16
D. PROGRAMME IMPLEMENTATION
Sl.
No
Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 The institution shall prepare a calendar of all
activities, including school internship. The
period of supervised school internship and
other school contact programme shall be
synchronized with the academic calendar of the
school.
SA 99 38.08
144.85 S **
A 93 35.77
N 48 18.46
D 17 6.54
SD 3 1.15
02 It is very difficult for implementing two-year
B.Ed. course.
SA 54 20.77
93.89 S **
A 109 41.92
N 44 16.92
D 38 14.62
SD 15 5.77
03 Institutions should discourage interaction with
principals of school where trainees are
employed by organizing debates, lectures,
seminars, etc.
SA 41 15.77
42.61 S **
A 85 32.69
N 58 22.31
D 55 21.15
SD 21 8.08
04 There should be mechanisms and provisions
for addressing complaints of students and
faculty and also for grievance redressal.
SA 10 3.85
80.31 S **
A 47 18.08
N 89 34.23
D 79 30.38
SD 35 13.46
05 It is very difficult to make arrangement for
supervision as well as other school-based
activities of the programme of teaching in their
respective school.
SA 38 14.62
104.02 S **
A 114 43.85
N 51 19.62
D 40 15.38
SD 17 6.54
06 Transaction of the ‘Perspective in Education’
and ‘Curriculum and Pedagogic Studies’
course should be done using a variety of
SA 36 13.85
106.88 S **
A 111 42.69
N 63 24.23
06 Curriculum is based on the needs of the individual
and society.
SA 63 24.23
119.50 S **A 110 42.31
N 55 21.15
D 24 9.23
SD 8 3.08
07 Unplanned and insufficient co-curricular activities. SA 30 11.54
53.36 S **
A 69 26.54
N 56 21.54
D 84 32.31
SD 21 8.08
08 ICT, gender, yoga education and inclusive education
shall form an integral part of the B.Ed. curriculum.
SA 67 25.77
137.24 S **
A 119 45.77
N 34 13.08
D 25 9.62
SD 15 5.77

17
approaches. D 36 13.85
SD 14 5.38
07 Organize academic enrichment programmes
including interactions with faculty from parent
disciplines and encourage faculty members to
participate in academic pursuits and pursue
research especially in schools.
SA 15 5.77
58.78 S **
A 39 15
N 87 33.46
D 69 26.54
SD 50 19.23
E. ASSESSMENT
Sl.
No
Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 It gives stress on practical activities like internal
assessment, project works, seasonal works,
internship in teaching, practice of micro-teaching
skills, community works, practical works relating to
work experiences innovative ways for conducting
practical activities related to health and physical
education, work experience, fieldwork with
community etc.
SA 81 31.15
112.10 S **
A 96 36.92
N 57 21.92
D 17 6.54
SD 9 3.46
02 Difficulty in assignment work. SA 51 19.62
97.43 S **
A 108 41.54
N 48 18.46
D 44 16.92
SD 9 3.46
03 It does not provide feedback on assignments by the
resource person.
SA 39 15
38.28 S **
A 80 30.77
N 63 24.23
D 56 21.54
SD 22 8.46
04 Assessment strategies will be effective, if20 to 30
marks may be assigned for continuous internal
assessment and 70 to 80 marks for external
examination.
SA 54 20.77
48.66 S **A 86 33.08
N 63 24.23
D 37 14.23
SD 20 7.69
05 One-fourth of the total marks / weight age should be
allocated to assessment of practice teaching.
SA 49 18.85
85.96 S **
A 90 34.62
N 81 31.15
D 28 10.77
SD 12 4.62
06 It is not helpful in preparing assessment plan
associated with the instructional goals.
SA 31 11.92
53.04 S **
A 84 32.31
N 74 28.46
D 47 18.08
SD 24 9.23
07 Evaluation should be objective, reliable and valid. SA 52 20
58.27 S **
A 89 34.23
N 65 25

18
F. COURSE COMPONENTS
Sl.
No.
Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 Components of different courses are insufficient SA 65 25
78.20 S **
A 90 34.62
N 66 25.38
D 28 10.77
SD 11 4.23
02 The courses of B.Ed. programme are helpful for
student-teachers to equip with the required
knowledge in various disciplines.
SA 58 22.31
137.19 S **
A 119 45.77
N 50 19.23
D 23 8.85
SD 10 3.85
03 The component of the courses does not lead to
professional development.
SA 34 13.08
36.73 S **
A 78 30
N 62 23.85
D 61 23.46
SD 25 9.62
04 The component of the course leads towards
teaching skills.
SA 64 24.62
76.12
S **A 96 36.92
N 51 19.62
D 38 14.62
SD 11 4.23
05 The material is not according to the needs of
learners.
SA 30 11.54
37.74 S **
A 76 29.23
N 61 23.46
D 66 25.38
SD 27 10.38
06 The proportionate share of practical and
theoretical components is logical.
SA 60 23.08
78.54 S **
A 95 36.54
N 63 24.23
D 29 11.15
SD 13 5
07 Two- year B.Ed. training helps to develop
various abilities among student-teachers.
SA 57 21.92
82.77 S **
A 103 39.62
N 46 17.69
D 41 15.77
SD 13 5
D 38 14.62
SD 16 6.15
08 Use of variety of methods to assess students’
performance.
SA 49 18.85
84.73 S **
A 104 40
N 60 23.08
D 25 9.62
SD 22 8.46
09 Subjective pattern of evaluation. SA 41 15.77
36.11 S **
A 86 33.08
N 58 22.31
D 46 17.69
SD 29 11.15

19
08 No scope for improving the study material. SA 35 13.46
42.31 S **
A 67 25.77
N 59 22.69
D 78 30
SD 21 8.08
09 The contents of the courses are not in logical
sequence.
SA 39 15
45.42 S **
A 85 32.69
N 60 23.08
D 56 21.54
SD 20 7.69
10 Course material is easy to understand and self-
explanatory.
SA 41 15.77
35.39 S **
A 85 32.69
N 54 20.77
D 53 20.38
SD 27 10.38
G. PRACTICE TEACHING
Sl.No Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 There should be Provision of presentation
of micro lessons.
SA 90 34.62
141.50 S **
A 103 39.62
N 43 16.54
D 16 6.15
SD 8 3.08
02 There is Lack of feedback mechanism. SA 42 16.15
58.96 S **
A 90 34.62
N 49 18.85
D 64 24.62
SD 15 5.77
03 There is Cooperation from the school
principal for practice teaching.
SA 63 24.23
109.31 S **
A 108 41.54
N 47 18.08
D 37 14.23
SD 5 1.92
04 Casual attitude of the school principal for
practice teaching.
SA 15 5.77
45.08 S **
A 53 20.38
N 54 20.77
D 83 31.92
SD 55 21.15
05 Appropriate teaching aids are used during
practice teaching.
SA 87 33.46
79.38 S **A 85 32.69
N 42 16.15
D 27 10.38
SD 19 7.31
06 Practice teaching helps in mastery of
teaching skills
SA 96 36.92
99.34 S **
A 85 32.69
N 30 11.54
D 33 12.69
SD 16 6.15
07 Overall satisfaction in practice teaching
will not possible in two years B.Ed. course
SA 48 18.46
A 61 23.46

20
N 56 21.54 26.04 S **
D 72 27.69
SD 23 8.85
08 Teaching practice enhances the degree of
confidence in the trainees
SA 69 26.54
80.58 S **
A 97 37.31
N 50 19.23
D 28 10.77
SD 16 6.15
09 Duration of teaching practice is suitable. SA 50 19.23
79.23 S **
A 104 40
N 42 16.15
D 48 18.46
SD 16 6.15
H. STAFF, FACILITIES & MANAGEMENT
Sl.
No
Items Levels of
Agreement
F % Chi-
Square
Level
of
Sig.
01 Adequate teaching and non-teaching staff should
be employed in order to make the course effective
SA 104 40
146.88 S **
A 87 33.46
N 49 18.85
D 12 4.62
SD 8 3.08
02 The institution should have a managing committee
comprising representatives of the sponsoring
society / trust, educationists and teacher educators
and representatives of the affiliating university and
of the staff in order to solve various problems.
SA 55 21.15
91.16 S **
A 93 35.77
N 76 29.23
D 27 10.38
SD 9 3.46
03 The terms and conditions of teaching and non-
teaching staff including selection procedure, pay
scales, age of superannuation and other benefits
are not clear
SA 37 14.23
91.12 S **
A 84 32.31
N 92 35.38
D 35 13.46
SD 12 4.62
04 Teacher educators must be well qualified and
experienced with language proficiency
SA 87 33.46
88.62 S **
A 87 33.46
N 39 15
D 37 14.23
SD 10 3.85
S** Significant at 0.01 & 0.05 level, NS ## Not Significant at 0.01 & 0.05 Level
Objective-2: To find out the difference between Male and Female B.Ed. Student- Teachers in respect of
Table – 3: Showing significant of difference between Male and Female B.Ed. Student-Teachers in
respect of their attitude towards Two-year B.Ed. programme.
Group N Mean SD Mean
Difference
SED CR Level of Significance
Male B.Ed. Student-
Teachers
174 223.52 19.13
0.28 2.51 0.11
Not Significant at 0.01&
0.05 level.
Female B.Ed.
Student-Teachers
86 223.24 19.02

21
Hence, the Ho2 is accepted and the researcher’s H2 is rejected; that is to say that, there is no significant
difference between Male and Female B.Ed. Student-Teachers in respect of their attitude towards Two-
year B.Ed. programme.
Objective-3: To find out the difference between Rural and Urban B.Ed. College Student- Teachers in
respect of their attitude towards Two-Year B.Ed. Programme.
Table – 4: Showing significant of difference between Rural and Urban B.Ed. College Student-Teachers
Hence, the Ho3 is rejected and the researcher’s H3 is accepted; that is to say that, there is significant
difference between Rural and Urban B.Ed. College Student-Teachers in respect of their attitude towards
Objective-4: To find out the difference between Pre-service and In-service B.Ed. Student- Teachers in
respect of their attitude towards Two-Year B.Ed. Programme.
Table – 5: Showing significant of difference between Pre-service and In-service B.Ed. Student-Teachers
difference between Pre-service and In-service B.Ed. Student-Teachers in respect of their attitude towards
Objective-5: To find out the difference between General and SC B.Ed. Student- Teachers in respect of
Table – 6: Showing significant of difference between General and SC B.Ed. Student-Teachers in respect
difference between General and SC B.Ed. Student-Teachers in respect of their attitude towards Two-year
B.Ed. programme.
Objective-6: To find out the difference between General and ST B.Ed. Student- Teachers in respect of
Table-7: Showing significant of difference between General Caste and ST B.Ed. Student-Teachers in
Difference
SED CR Level of
Significance
Rural B.Ed. College Student-
Teachers
203 225.50 19.54
9.45 2.45 3.86
Significant at
0.01& 0.05 level.
Urban B.Ed. College Student-
Teachers
57 216.05 15.28
Difference
SED CR Level of
Significance
Pre-service B.Ed.
Student-Teachers
243 223.19 19.13
3.63 4.57 0.79
Not Significant at
0.01& 0.05 level.
In-service B.Ed.
Student-Teachers
17 226.82 18.15
Difference
SED CR Level of Sig.
General Caste B.Ed.
Student-Teachers
122 224.39 19.84
4.45 2.88 1.55
Not Significant
at 0.01& 0.05
level.SC B.Ed. Student-Teachers 65 219.94 18.15

22
difference between General Caste and ST B.Ed. Student-Teachers in respect of their attitude towards
Objective-7:To find out the difference between General and SC/ST B.Ed. Student- Teachers in respect
of their attitude towards Two-Year B.Ed. Programme.
Table-8: Showing significant of difference between General and SC / ST B.Ed. Student-Teachers in
difference between General and SC / ST B.Ed. Student-Teachers in respect of their attitude towards Two-
year B.Ed. Programme.
Objective-8:To find out the difference between General and OBC B.Ed. Student- Teachers in respect of
Table-9: Showing significant of difference between General and OBC B.Ed. Student-Teachers in respect
difference between General and OBC B.Ed. Student-Teachers in respect of their attitude towards Two-
year B.Ed. Programme.
Objective-9: To find out the difference between the teaching experience of less and above than 5years
B.Ed. Student- Teachers in respect of their attitude towards Two-Year B.Ed. Programme.
Table-10: Showing significant of difference between the attitude of B.Ed. Student-Teachers having Less
and Above than 5 years teaching experience towards Two-year B.Ed. Programme.
Therefore, the result is not significant and it indicates that, the difference between the two groups is not
significant at 0.01 level and 0.05 level. Hence, the Ho9 is accepted and the researcher’s H9 is rejected;
Difference
General Caste B.Ed.
Student-Teachers
122 224.39 19.84
4.54 3.92 1.16
Not Significant at
0.01& 0.05 level.
ST B.Ed. Student-
Teachers
13 219.85 12.55
Difference
General Caste B.Ed.
Student-Teachers
122 224.39 19.84
4.47 2.66 1.68
Not Significant at
0.01& 0.05 level.
SC/ST B.Ed. Student-
Teachers
78 219.92 17.34
Difference
General Caste B.Ed.
Student-Teachers
122 224.39 19.84
1.63 3.05 0.53
Not Significant at
0.01& 0.05 level.
OBC B.Ed. Student-
Teachers
60 226.02 19.08
Group N Mean SD €D2
SED df T Level of Sig.
B.Ed. Student-Teachers having
Less than 5 years Teaching
Experience
6 222.5 13.98 1172
9.72 15 0.69
Not Significant at
0.01& 0.05 level.
B.Ed. Student-Teachers having
above than 5 years Teaching
Experience
11 229.18 19.67 4258

23
that is to say that, there is no significant difference between B.Ed. Student-Teachers having Less than 5
years teaching experience and Above than 5 years teaching experience in respect of their attitude towards
Two-year B.Ed. Programme.
Objective-10:To find out the difference between Govt. Sponsored and Private B.Ed. college Student-
Teachers in respect of their attitude towards Two-Year B.Ed. Programme.
Table-11: Showing significant of difference between Govt. Sponsored B.Ed. College and Private B.Ed.
College Student-Teachers in respect of their attitude towards Two-year B.Ed. Programme.
Hence, the Ho10 is rejected and the researcher’s H10 is accepted; that is to say that, there is significant
difference between Govt. Sponsored B.Ed. College and Private B.Ed. College Student-Teachers in
respect of their attitude towards Two-year B.Ed. Programme.
Discussion
The major findings of this study revealed that, the attitude of B.Ed. Student-Teachers in Purulia District
of West Bengal is neither more favourable nor unfavourable towards Two-year B.Ed. programme i.e.,
satisfactory or average in attitude towards Two-year B.Ed. programme.
Analysis of data shows that, there is no significant difference between Male and Female B.Ed. Student-
Teachers in respect of their attitude towards Two-year B.Ed. programme. The attitude of Male B.Ed.
Student-Teachers in Purulia District towards Two-year B.Ed. programme is slightly favourable than the
Female B.Ed. Student-Teachers in Purulia District.
The present study indicated that there is significant difference between Rural and Urban B.Ed. College
Student-Teachers in respect of their attitude towards Two-year B.Ed. programme. It is also found that
the attitude of Rural B.Ed. College Student- Teachers is more favourable than that of Urban B.Ed.
College Student-Teachers towards Two –year B.Ed. programme.
It is found that there is no significant difference between the attitude of Pre-service B.Ed. Student-
Teachers and In-service B.Ed. Student-Teachers in Purulia District towards Two-year B.Ed. programme.
The attitude of In-service B.Ed. Student-Teachers in Purulia District towards Two-year B.Ed. programme
is relatively more favourable than that of Pre-service B.Ed. Student-Teachers in Purulia District.
This study also revealed that there is no significant difference between General and SC B.Ed. Student-
Teachers in respect of their attitude towards Two-year B.Ed. programme. The attitude of General Caste
B.Ed. Student-Teachers in Purulia District towards Two-year B.Ed. Programme is comparatively more
favourable than that of SC B.Ed. Student-Teachers in Purulia District.
This study revealed that there is no significant difference between General and ST B.Ed. Student-
Teachers in respect of their attitude towards Two-year B.Ed. programme. The attitude of General Caste
B.Ed. Student-Teachers in Purulia District towards Two-year B.Ed. Programme is fairly more favourable
than that of ST B.Ed. Student-Teachers in Purulia District.
This study revealed that there is no significant difference between General and SC / ST B.Ed. Student-
Teachers in respect of their attitude towards Two-year B.Ed. Programme. The attitude of General Caste
B.Ed. Student-Teachers in Purulia District towards Two-year B.Ed. Programme is reasonably more
favourable than that of SC / ST B.Ed. Student-Teachers in Purulia District.
It is found that there is no significant difference between General and OBC B.Ed. Student-Teachers in
respect of their attitude towards Two-year B.Ed. Programme. The attitude of OBC B.Ed. Student-
Teachers in Purulia District towards Two-year B.Ed. Programme is comparatively more favourable than
that of General Caste B.Ed. Student-Teachers in Purulia District.
It is found that there is no significant difference between teaching experiences of less and above than 5
years B.Ed. Student-Teachers in respect of their attitude towards Two-year B.Ed. Programme. The
Difference
Government Sponsored B.Ed.
College Student-Teachers 57 216.05 15.28
9.45 2.45 3.86
Significant at 0.01
& 0.05 level.Private B.Ed. College
Student- Teachers 203 225.50 19.54

24
attitude of B.Ed. Student-Teachers having above than 5 years teaching experience in Purulia district
towards Two-year B.Ed. Programme is relatively more favourable than that of B.Ed. Student-Teachers
having less than 5 years teaching experience.
The present study indicated that there is significant difference between Govt. Sponsored and Private
B.Ed. College Student-Teachers in respect of their attitude towards Two-year B.Ed. programme. The
attitude of Private B.Ed. College Student-Teachers is more favourable than that of Govt. Sponsored
B.Ed. College Student-Teachers in Purulia District towards Two-year B.Ed. Programme.
Educational Implications
i. It is a humble attempt in this direction to assess the level of knowledge and attitude of B.Ed.
College Student-Teachers towards Two-year B.Ed. programme.
ii. This study is very much essential for acquiring of rights skill, offering knowledge and shaping
the desirable attitude towards Two-year B.Ed. programme.
iii. This study is very much helpful for educational planners.
iv. Special efforts should be made in order to develop the attitude among the B.Ed. Student-
Teachers Two-year B.Ed. Programme.
Conclusion
Many controversies are arising after the announcement of NCTE New Regulation 2014, but finally the
Two-year B.Ed. Programme is approved by the secondary teacher training institutions. The investigators
feel Two-year B.Ed. Programme is appropriate for teacher training Course and only one-year B.Ed.
Programme is not enough to train Student-Teachers properly. In order to develop of quality in teacher
education, Two-year B.Ed. Course is inevitable. In the present study the researchers have found that
50.46 of B.Ed. Student-Teachers support that Two-year B.Ed. Programme is appropriate. Thus the
present study signifies that Two-year B.Ed. Programme is a right decision taken by NCTE.
References
Behari, A. (1998). Analysis of Teacher Education Curriculum in the content of requisite abilities for
effective teaching (Doctoral dissertation). CIE, Delhi University.
Bhatia (1987) Evaluation of new B. Ed. Curriculum in the college of education affiliated to the
University of Bombay (Doctoral Dissertation). Bombay University.
Chakrabarty, A. K. & Behera, S. K.(2014)Attitude of the Female Teacher-Trainees towards the
Existing B.Ed. Syllabus of the University of Burdwan: An Empirical Study, American Journal of
Educational Research, Science and Education Publishing, Vol. 2, No. 12A, 31-36.
Sali, A. (2003). Attitude of Teachers towards In-Service Training Programme, Edutracks, 32 (8).
Walia, J. K. (1992). Secondary teacher education programmes in northern India: An evaluative study
(Doctoral dissertation). Jamia Millia Islamia.
***

Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to NCTE Regulation, 2014

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